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Sense of Peer Belonging and Institutional Acceptance in the
First Year: The Role of High-Impact Practices
Amy Ribera, Ph.D.
Angie Miller, Ph.D.
Amber D. Dumford, Ph.D. Indiana University, Bloomington
Center for Postsecondary Research
National Survey of Student Engagement
SENSE OF BELONGING
“In terms of college, sense of belonging refers to students’ perceived social support on campus, a feeling or
sensation of connectedness, the experience of mattering or feeling cared about, accepted, respected,
valued, and important to a group (e.g., campus community) or others on campus (e.g., faculty, peers). It’s a cognitive evaluation that typically leads to an affective response or
behavior (p. 3).”
• Precursor to student departure (and engagement) (Hurtado & Carter, 1997)
• Historically underrepresented students (e.g.,Hausmann et al, 2007; Ostrove & Long, 2007)
• Effective educational practices (e.g., Hoffman et al. 2002; Maestas et al. 2007)
• Institutional types (e.g., Maestas et al., 2007)
• Interactions with diverse others (Strayhorn, 2008)
SENSE OF BELONGING
• Supportive campus environment
(e.g., Flowers & Pascarella, 2003)
• Student perceptions and satisfaction (Kuh, 1993)
• Domino effect (Berger & Milem, 1999)
FIRST-YEAR EXPERIENCE
HIGH-IMPACT PRACTICES
National Survey of Student Engagement (NSSE)
• Service-learning
• Learning communities
• Research with faculty
• Senior culminating experience
• Study abroad
• Internship
Kuh (2008) recommends every student should participate in at least two high-impact activities--one in the first year and one later, in the major.
HIGH-IMPACT PRACTICES
Several Common Traits
Demand considerable amount of time and effort
Provide learning opportunities outside of the classroom
Require meaningful interactions with faculty members and students
Provide frequent meaningful feedback
Encourage interactions with diverse others
PURPOSE
First-year participation in HIPs influences students' sense of belonging as it relates to: • Feelings of connection with peers (peer
belonging)
• Feelings of acceptance by members of the institution such as faculty, staff, and student affairs professionals (institutional acceptance)
1. What are the overall participation rates of HIPs among FY students?
2. Do FY students experience peer belonging and institutional acceptance differently by race or ethnicity, parental education, and gender?
3. Are FY students’ sense of peer belonging and institutional acceptance positively affected by participation in HIPs?
RESEARCH QUESTIONS
National Survey of Student Engagement (NSSE)
In 2014, more than 473,000 first-year and senior respondents from 713 four-year colleges and universities
Reasons for participation vary:
–National and regional accreditation
–Departmental/program reviews
–Curricular reform (general education)
– Institutional improvement efforts (e.g., retention rates, high-impact practices, FYE programming)
DATA SOURCE
SAMPLE
Limited to:
• 44 four-year institutions
• First-year students (n=9,371)
• Experimental item set on topic of campus environment appended to core survey
Valid % Valid n
First-generation 40% 7,305
Traditionally-aged
(23 or younger) 94% 7,282
Female 63% 5,866
Race/ethnicity
Asian, Asian
American 2% 150
Black, African
American 15% 1,246
Latino, Hispanic 8% 640
White 61 5,090
Valid % Valid n
Private 45% 4,241
Minority-serving 9% 804
Selectivity
Highly 13% 1,180
Moderately 56% 5,224
Liberally 32% 2,967
Carnegie type
Research/Doc 38% 3,591
Master’s 17% 1,576
Bac. colleges 41% 3,812
Other 4% 392
How much do you agree or disagree with the following statements?
EXPERIMENTAL ITEMS
You fit in with the other students at your institution Strongly Agree Somewhat Agree Somewhat disagree Strongly disagree
Not applicable
It is difficult to make friends at this institution
No one would notice if you missed class
It is easy to get involved with student clubs and organizations at this institution
Your faculty got to know you and your background
This institution treats students like individual people instead of just numbers
You have very few friends or acquaintances at this institution
There are other students at this institution who share your views and beliefs
EXPERIMENTAL ITEMS
PEER BELONGING Factor
loadings
You fit in with the other students at your institution .76
It is difficult to make friends at this institution (reverse coded) .80
You have very few friends or acquaintances at this institution (reverse coded) .80
There are other students at this institution who share your views and beliefs .58
INSTITUTIONAL ACCEPTANCE
No one would noticed if you missed class (reverse coded) .72
It is easy to get involved with student clubs and organizations at this institution .51
Your faculty got to know you and your background .58
This institution treats students like individual people instead of just numbers .83
METHODS
• Exploratory and Confirmatory Factor Analysis
– Peer Belonging (α=.722)
– Institutional Acceptance (α=.667)
• Frequencies
– High-impact practice items, by sub-groups
• Two OLS regression models
OLS Dependent Variables
• Dependent variables – Peer Belonging
– Institutional Acceptance
• Standardized prior to entering the model
• Coefficients interpreted as effect sizes
OLS Independent Variables
S1. Student demographics
First-generation
Age
Gender
Race/Ethnicity
S1. College experiences
Enrollment status
Took all courses online
Majored in STEM
College grades
Living situation
Greek Life
S1. Institutional context
Control
Minority-serving institution
Selectivity
Carnegie type
S2. High-impact practices* Service-learning
Learning communities
Research with faculty
Student leadership
*Entered individually
OLS Independent Variables
High-impact practices
• Service-learning
• Learning communities
• Research with faculty
• Senior culminating experience
• Study abroad
• Internship
• AND Student leadership
Response Categories: o Have not decided o Do not plan to do o Plan to do Done or in progress
# of courses included community-based project (service learning): o None Some Most All
Valid N Valid %
Service learning (HIP) 3,779 48.8
Learning community (HIP) 1,259 16.2
Campus leadership role 1,042 13.3
Research with faculty (HIP) 511 6.6
Q1 RESULTS: Participation
Level of Participation by First-Year Students
Q2 Results: Peer Belonging
S1. Student demographics
First-generation
Traditionally-aged
Women
Asian, Asian American
Black, African American
Latino or Hispanic
Other race/ethnicity
White (ref group)
S1. College experiences Full-time
Took all courses online
Majored in STEM
Mostly As (ref group)
Mostly Bs
Mostly Cs
Living situation
Greek member
S1. Institutional context Private
Minority-serving institution
Selectivity
Carn-Research/DRU
Carn-Masters
Carn-Other
Carn-Bac (ref group)
Q2 Results: Peer Belonging
S1. Student demographics
First-generation (-)
Traditionally-aged
Women
White (ref group)
Asian, Asian American (-)
Black, African American (-)
Latino or Hispanic (-)
Other race/ethnicity (-)
S1. College experiences Full-time
Took all courses online
Majored in STEM
Mostly As (ref group)
Mostly Bs (-)
Mostly Cs (--)
Living situation
Greek member
S1. Institutional context Private
Minority-serving institution Selectivity
Carn-Research/DRU
Carn-Masters
Carn-Other
Carn-Bac (ref group)
Q2 Results: Peer Belonging
S1. Student demographics
First-generation (-)
Traditionally-aged
Women
White (ref group)
Asian, Asian American (-)
Black, African American (-)
Latino or Hispanic (-)
Other race/ethnicity (-)
S1. College experiences Full-time
Took all courses online
Majored in STEM
Mostly As (ref group)
Mostly Bs (-)
Mostly Cs (--)
Living situation
Greek member
S1. Institutional context Private
Minority-serving institution (-)
Selectivity (-)
Carn-Research/DRU
Carn-Masters (-)
Carn-Other
Carn-Bac (ref group)
Q2 Results: Peer Belonging
S1. Student demographics
First-generation (-)
Traditionally-aged
Women
White (ref group)
Asian, Asian American (-)
Black, African American (-)
Latino or Hispanic (-)
Other race/ethnicity (-)
S1. College experiences Full-time
Took all courses online
Majored in STEM
Mostly As (ref group)
Mostly Bs (-)
Mostly Cs (--)
Living situation (+)
Greek member (+)
S1. Institutional context Private (+)
Minority-serving institution (-)
Selectivity (-)
Carn-Research/DRU
Carn-Masters (-)
Carn-Other
Carn-Bac (ref group)
Q2 Results: Peer Belonging
S1. Student demographics
First-generation (-)
Traditionally-aged
Women
White (ref group)
Asian, Asian American (-)
Black, African American (-)
Latino or Hispanic (-)
Other race/ethnicity (-)
S1. College experiences Full-time
Took all courses online
Majored in STEM
Mostly As (ref group)
Mostly Bs (-)
Mostly Cs (--)
Living situation (+)
Greek member (+)
S1. Institutional context Private (+)
Minority-serving institution (-)
Selectivity (-)
Carn-Research/DRU
Carn-Masters (-)
Carn-Other
Carn-Bac (ref group)
Q2 Results: Inst. Acceptance
S1. Student demographics
First-generation (-)
Traditionally-aged
Women
White (ref group)
Asian, Asian American
Black, African American
Latino or Hispanic
Other race/ethnicity
S1. College experiences Full-time
Took all courses online
Majored in STEM
Mostly As (ref group)
Mostly Bs (-)
Mostly Cs (--)
Living situation
Greek member (+)
S1. Institutional context Private
Minority-serving institution Selectivity
Carn-Research/DRU
Carn-Masters
Carn-Other
Carn-Bac (ref group)
Q2 Results: Inst. Acceptance
S1. Student demographics
First-generation (-)
Traditionally-aged
Women
White (ref group)
Asian, Asian American
Black, African American
Latino or Hispanic
Other race/ethnicity
S1. College experiences Full-time
Took all courses online
Majored in STEM
Mostly As (ref group)
Mostly Bs (-)
Mostly Cs (--)
Living situation
Greek member (+)
S1. Institutional context Private (++)
Minority-serving institution Selectivity (+)
Carn-Research/DRU (---)
Carn-Masters (-)
Carn-Other (-)
Carn-Bac (ref group)
Q3 RESULTS: HIPs
• All HIPs were positively related to both sense of belonging measures, with the exception of research with faculty
• However, research with faculty had a strong positive relationship with students’ sense of institutional acceptance
• HIPs had a positive but weaker relationship with students’ sense of peer belonging
DISCUSSION
• Corroborates previous research in several ways
• Adds nuance to sense of belonging literature
• Expands generalizability of findings
• Sense of belonging and student engagement go hand-in-hand
• Limitations
• Direction for future research
Amy Ribera
Angie Miller [email protected]
Amber D. Dumford
Copy of the conference paper: http://nsse.iub.edu/html/pubs.cfm